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De Rerum Nevada

By Mike Lang

February 24^th, 2025

Timeless Wisdom for Nevada's Educational Future

As we reimagine Nevada's education system through the Portrait of a Nevada Learner, we find ourselves at a crucial intersection of education, industry, and human potential. This intersection isn't new—throughout history, visionaries have explored these connections from different perspectives.

What might happen if celebrated architect Frank Lloyd Wright, who revolutionized how we think about organic spaces that honor both function and beauty, could converse with the ancient Roman philosopher-poet Lucretius, whose explorations of nature's patterns revealed fundamental truths about our universe? Both sought harmony between practical reality and deeper human understanding—precisely the balance Nevada's education system now seeks to achieve.

In "De Rerum Nevada," these two voices from different eras offer surprising insights for today's educational challenges. Their imagined dialogue, brought to life in a Las Vegas middle school classroom, reveals how timeless wisdom can illuminate our path forward—creating learning environments where students develop both the durable skills demanded by industry and the profound understanding required for a meaningful life.

The story that follows captures this dialogue across time, inviting us to consider: What might education become if we designed it with the precision of Wright's architecture and the wisdom of Lucretius's poetry?

Paul Revere Williams Middle School

The clock on the wall of Room 237 at Paul Revere Williams Middle School ticked steadily toward 1:15 PM as Ms. Valencia Vargas arranged a semi-circle of chairs at the front of her classroom. Fifth period was about to begin, and today's lesson on public speaking would be different—perhaps her most ambitious experiment of the semester.

The bell rang, and seventh-graders filtered in, their conversations a mix of lunchtime drama and weekend plans. Marcus dropped his backpack with a dramatic thud, while Zoe and Lily entered deep in conversation about their science project. Deshawn slid into his seat, already pulling out last night's homework—a one-page reflection on connections between education and future careers.

"Good afternoon, everyone," Ms. Vargas said, her voice carrying over the chatter. She adjusted her geometric-patterned scarf and waited for the class to settle. "Today, we're going to try something a little different with our public speaking unit."

"Are we finally doing stand-up comedy?" asked Tyler from the back row, earning scattered laughs.

Ms. Vargas smiled. "Not quite. But we are going to be theatrical." She gestured to the semi-circle. "I need eight volunteers for our Reader's Theatre experiment."

"Today, we're going to bring to life a conversation that never happened—but maybe should have." She began distributing scripts. "Remember how we've been researching connections between education and industry in Nevada? Well, I've written a dialogue between two brilliant minds from different times, discussing what education in Nevada could be."

Deshawn looked at his script. "Frank Lloyd Wright? Isn't he that architect we learned about in Mr. Gonzalez's class?"

"The very same," Ms. Vargas nodded. "And Lucretius was a Roman poet and philosopher who wrote about the nature of the universe almost 2,000 years ago. Both had strong ideas about how the world works—Wright through buildings, Lucretius through poetry."

"But what do they have to do with us?" asked Zoe, scanning her script with skeptical eyes.

"That," said Ms. Vargas, "is exactly what you're going to discover. Think of this as a conversation across time about how you learn and why it matters."

She pulled a simple black cape from her desk drawer and handed it to Marcus. "You'll be Frank Lloyd Wright—dramatic, visionary, sometimes a bit arrogant." Next, she gave Lily a sheet of white fabric. "And you're Lucretius—thoughtful, observant, seeing patterns in everything."

As the other students settled into their roles—three as Nevada students, one as the narrator, and two as stage managers arranging simple props—Ms. Vargas addressed the rest of the class.

"While they prepare, everyone else should read through the script once. Think about this question: How might education balance what businesses need with what makes us fully human?"

The classroom buzzed with low conversation as the performers took their places. Ms. Vargas dimmed the lights slightly and played soft ambient music with desert sounds—wind through canyons, distant bird calls.

"Ready?" she whispered to the narrator, Amir, who nodded and stepped forward.

"In the quiet shadows of a Nevada mesa," he began, his voice stronger than Ms. Vargas had ever heard it before, "two great thinkers from different times appear..."

“De Rerum Nevada: A Dialogue on Learning”

Setting: A classroom transformed into the Nevada desert at sunset. Two students stand center stage as Wright and Lucretius, while others may play the parts of Nevada students observing the conversation.

NARRATOR: In the quiet shadows of a Nevada mesa, two great thinkers from different times appear. Frank Lloyd Wright, America's most famous architect, and Lucretius, the ancient Roman poet and philosopher, have somehow crossed paths to discuss the future of education in Nevada.

LUCRETIUS: (looking around at the landscape) How fascinating this Nevada is! In my time, I wrote about the nature of all things—how tiny, invisible particles combine to create everything we see. I observe that education, too, is made of essential elements.

WRIGHT: (adjusting his cape dramatically) Indeed! As I always said, "Study nature, love nature, stay close to nature. It will never fail you." The best buildings grow naturally from their environment, just as the best education grows from the nature of the child.

LUCRETIUS: This manuscript—"De Rerum Nevada"—speaks of a Portrait of a Nevada Learner with four essential elements: Empowering, Connecting, Impacting, and Thriving. How would you build such an education, Mr. Wright?

WRIGHT: I would begin with the true nature of the student! "The thing always happens that you really believe in; and the belief in a thing makes it happen." If we believe students can become both skilled workers AND thoughtful humans, they will!

LUCRETIUS: (nodding) Yes, just as I wrote, "In every learner lies a seed of knowing..." Each student already contains potential, like my atoms waiting to combine in endless ways.

NEVADA STUDENT 1: (stepping forward) But what does that mean for us? Our teachers keep talking about preparing for jobs.

WRIGHT: Young one, the world needs people who can DO things, yes. But I didn't just build structures—I created spaces that changed how people experienced the world!

LUCRETIUS: The second element—Connecting—recognizes that "no particle exists alone in space..." Just as my atoms join to form all matter, your learning connects you with others.

WRIGHT: "The reality of the building does not consist in the roof and walls, but in the space within to be lived in." Your education is not just facts in your head, but the connections you make with ideas and people!

NEVADA STUDENT 2: I heard that businesses really want people who can communicate and work together.

LUCRETIUS: Indeed! The manuscript says communication is the most sought-after skill in Nevada workplaces. Like my atoms bonding, your ideas gain strength when shared.

WRIGHT: (with passion) Now for Impact! "Form follows function—that has been misunderstood. Form and function should be one, joined in a spiritual union." Your learning should be both useful AND meaningful!

LUCRETIUS: "Each action ripples through the void..." Everything you learn should help you make an impact on your world.

NEVADA STUDENT 3: And Thriving? What does that mean?

WRIGHT: "Every great architect is necessarily a great poet. He must be a great original interpreter of his time, his day, his age." To thrive means to adapt, create, and continuously grow!

LUCRETIUS: "Nothing perishes completely..." Everything transforms. Your learning never stops—it evolves as you do.

WRIGHT: (addressing all students) Young architects of the future, your education should not force you into boxes like those terrible buildings I fought against! It should help you grow organically into your fullest selves.

LUCRETIUS: Future philosophers, your learning should help you understand both how things work AND why they matter. This is the true nature of education.

NARRATOR: And so, across time and space, Wright and Lucretius offered Nevada students a vision of education that honors both practical skills and human potential—where learning becomes a complete expression of possibility

"But what does that mean for us?" asked Jasmine. "Our teachers keep talking about preparing for jobs."

Marcus-as-Wright responded with unexpected passion: "Young one, the world needs people who can DO things, yes. But I didn't just build structures—I created spaces that changed how people experienced the world!"

By the time they reached the discussion of the four elements—Empowering, Connecting, Impacting, and Thriving—the entire class was engaged. Even students who had initially seemed bored were watching intently.

"Your education should not force you into boxes like those terrible buildings I fought against!" Marcus declared, completely inhabiting Wright's passionate certainty. "It should help you grow organically into your fullest selves."

When they finished, there was a moment of silence before the class broke into applause. Ms. Vargas noticed several students flipping through their scripts again, rereading passages.

"That was... actually cool," said Tyler, who rarely offered positive feedback.

"I have a question," said Deshawn, raising his hand. "That part about skills that businesses want—is that real? That communication is the most wanted skill in Nevada?"

Ms. Vargas smiled. "Absolutely real. I based this script on research about what employers are looking for. They call them 'durable skills'—things like communication, leadership, critical thinking—skills that last your whole career, even when other things change."

"So it's not just about getting good grades in math and science?" asked Zoe.

"Those are important," Ms. Vargas nodded. "But think about what Wright and Lucretius were saying—education should help you become both skilled AND thoughtful. Both capable AND creative."

Want to Know More?

How do the thoughts of Wright and Lucretius mix with the Portrait of a Nevada Learner and Durable Skills?

View and Download this FREE ebook.

© 2026 Mike Lang

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